基礎(chǔ)模塊英語上冊教案全集

Unit1GreetingsLearningaims【學習目標】1.Tolearnsomethingaboutgreetings.2.Toimprovetheabilityofreading.Important&Difficultpoints【重點難點】 Importantpoints重點：Toanalyzethewholetextandknowaboutthestructureofthetext.Difficultpoints難點：Howtoimprovetheskillsofreading.Learningguide【方法引導】Read,copyandrecite.Learningprocedures【學習過程】Step1Trytorememberthenewwordsasquicklyaspossible.（溫馨提示：說一千，道一萬，記住單詞是關(guān)鍵。）（A級）1.Readandrecitenewwordsandphrasesfromsurveythreetimes.2.根據(jù)所給詞的首字母及中文釋義，寫出各單詞的完整形式。（方法導引，先默寫，然后核對答案，錯誤之處用紅筆標出，寫出正確答案并再加以鞏固。）（B級)w_______（歡迎）2)v_______（職業(yè)的）g_______（高興的）4)m________（遇見，匯合，迎接）5)l______（看，瞧，看起來，顯得...)6)c______（教室）b________（建筑物，樓房）8)l________（實驗室）f________（樓層，地板）10)l________（大的）b_______（明亮的）12)c_________（班級，課節(jié)）13)l_______（圖書館）14)l_________（批，塊）r________（讀，閱讀）16)s____________（學習）a__________（在...之后）18）s____________（看見）n__________（下次的，其次的）20）d____________（宿舍）d__________（餐廳）22）b__________（臥室，寢室）Step2Warmingup1.Readthesesentences.MayIcomein我能進來嗎Comein,please.請進。Sitdown,please.請坐。It'stimeforclass.上課時間到了。Openyourbooksandturntopage20.打開書，翻到第20頁。I'llcalltherollbeforeclass.課前我要點名。Here!到！Haseverybodygotasheet每個人都拿到材料了嗎Anydifferentopinion有不同意見嗎Areyouwithme你們跟上我講的了嗎HaveImademyselfclear我講明白了嗎Couldyousayitagain你能再說一遍嗎Anyquestions有什么問題嗎That'sallfortoday.今天就講到這里。Ihavetogonow.我必須走了。Step3Fastreading（方法導引：略讀或瀏覽閱讀（skimming）：忽略不懂的句子和生詞，快速閱讀原文。目的只是為了了解閱讀材料的大意。針對這篇文章我們只要回答when,where,who,what,whyandhow的問題）Skimthewholepassageandanswerthequestions.What’sthenameofLiLei’snewschool____________________.WhereisLiLei’sclassroom____________________.Readthepassagequicklytofindoutthemainideaofthepassage.(D級)·LiLeiexpressed________whenheintroducedhisnewschool.Step4Carefulreading.（方法導引：采用掃描式閱讀（scanning）：進行有目的的閱讀，目的是尋找某些資料或信息，對于無關(guān)部分可以忽略。）（B級）1．Readthepassageandjointhecorrectpartsofthesentences.LiLei’sclassroomisAthelibrary2)TherearefourreadingroomsinBbasketballandfootballafterclassTherearemanydormitoryinClargeandbrightManystudentsplayDtheredbuildingWhatkindoflifedidLiLeistudyinhisnewschool()A.ExcitingandinterestingB.NervousC.FrighteningDetailreading,andanswerthisquestion.WhatisLiLei’simpressionofhisnewschool________________________________________________________________Step5Difficultsentences(C級)Welcometoourschool!歡迎來到我們學校！Welcometo...“歡迎到來”。eg.WelcometoBeijing!歡迎來到北京！I’mverygladtomeetyouheretoday.非常高興今天在這里見到你們。beglandtodo...“很高興做”。eg.I’mgladtoseeyou.很高興見到你。Therearealotofbooksinit.圖書館里有很多書句中it代替上句中的library,這是代詞it的用法之一。alotof...“很多，大量的”。eg.Youcanseealotofcarsinthestreet.在街上你能見到許多汽車。Thisway,please!請這邊來！Hereweare!我們到了！Howlargeitis!多么大呀！感嘆句。對形容詞或副詞感嘆句要用How，并置于句首。eg.Howtallthebuildingis!這座樓多么高哇！Thankyouforyourvisit.謝謝你們來訪。thanksb.for...“為而感謝某人”。eg.Thankyouforyourhelp.謝謝你的幫助。Step6當堂檢測Completethefollowingdialoguewithpropersentencesinthebox(選出適當?shù)木渥油瓿上铝袑υ?有多余選項。）A:Hello!(1)B:Yes,whatisitA:(2)CouldIuseyourbikeagainB:Certainly.(3)HasyourbikebrokenagainA:No,I'velostmykeytothebike.B:Isee(4)A:Aboutfouro'clock.B:OK.Hereisthekey(5)A:Thankyou.Bye!A.WhathappenedB.IsthereanyoneathomeC.I'msorrytotroubleyou.D.Ihopeeverythinggoeswell.E.Besuretobethereontime.F.What'sthetimeG.Nicetomeetyou.2.聽寫句子________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step7小結(jié)反思在這一課中，我______________________,________________________________________,__________________________________,_____________________________等掌握不夠好。（有幾個寫幾個）2．為進一步鞏固落實，我課后要：1）多記單詞（）2)熟讀課文（）3）背誦長難句（）Unit2Family(Ⅰ)Teachingaims(教學目的及要求)：了解有關(guān)家庭成員以及有關(guān)職業(yè)的詞匯掌握詢問家庭及職業(yè)的句型，練習提高英語口語交際能力識記本單元的詞匯Teachingimportanceanddifficulties(教學重點及難點)：詢問家庭及職業(yè)的句型，提高英語口語交際能力熟練認讀本單元英語詞匯Class(課時)：1課時Teachingmethods(教學方法)：情景教學法、合作教學法、分組教學法運用情景教學和分組教學的方法使學生積極參與課堂中有關(guān)“家庭及職業(yè)”的提問——HowmanypeoplearethereinyourfamilywhoaretheyWhatarethey等，以及根據(jù)實際情況回答“Therearepeopleinmyfamily.Theyaremy.……；當同學回答遇到困難的時候，可以求助同學和老師，在老師同學的幫助下完成提問，提高同學回答問題的積極性。Teachingaids（教具）：準備有關(guān)家庭成員的圖片；錄音機Referencebook（參考書）：教師用書Teachingprocedures(教學過程)：Step1——warmingup:Describethemembersofafamilyinthecandrawthefamilytree.FamilytreeSister(brother-in-law)brotherSister(brother-in-law)brotherSondaughter(son-in-law)NephewnieceFathermotherAuntuncleGrandfathergrandmotherGreat-grandfatherGreat-grandmother復習有關(guān)描述職業(yè)的詞匯：worker/teacher/manager/doctor/student/driver/farmer/nurse/policeman/engineer…練習詢問有關(guān)家庭及家庭成員職業(yè)的簡單句：HowmanypeoplearethereinyourfamiyThereare.WhoaretheyTheyare.WhataretheyMyfatherisa;mymotherisa;mybrotherisa;……Divideintogroupstomakeoralpracticewithaboveusefulexpressions.Step2——newwordsandexpressions⑴bekindto…“對…和藹可親”befriendlyto…“對…友好”eg：Ourteacherisverykind/friendlytous.⑵enjoydoing…喜愛做…Eg:Ienjoylisteningtomusic.enjoyoneself玩的高興，過的愉快Eg：Areyouenjoyingyourself⑶livewith與…一起生活Eg：Ilivewithmyfamily.⑷togetherwithEg:I’llgoshopingtogetherwithmyfriends.⑸alsoadv.也，同樣Eg：Healsoaskedtogo.Hehasmadeuphismindtogotothecountryside,andIalso.與too的區(qū)別Eg：Iwasthereandhewastheretoo.還有aswell/either:Eg:Ilikeyouaswell.Idon’tlikehimeither.總結(jié)also用于肯定句的句中too/aswell用于肯定句句尾either用于否定句句末⑹bepopularwith受…的歡迎Eg：Thissingerispopularwithyoungpeople.⑺ontheright/leftofEg:Isitontheright/leftofhim.⑻befullofEg:ourclassisfullofloveandwarmth.Hereyesarefulloftears.Step3——Readthenewwordsandexpressionsovertimesfollingthetapes.Homework:(分層次作業(yè))Torememberthenewwordsandexpressions.Topreviewthe“Family”,completetheReadingComprehensiononpage12intextbook.Blackboarddesign:(板書設(shè)計)Unit2Family1、FamilytreeSister(brother-in-law)brotherSister(brother-in-law)brotherSondaughter(son-in-law)NephewnieceFathermotherAuntuncleGrandfathergrandmotherGreat-grandfatherGreat-grandmotherJobs：Usefulexpressions:HowmanypeoplearethereinyourfamiyThereare.WhoaretheyTheyare.WhataretheyMyfatherisa;mymotherisa;mybrotherisa;……2、newwordsandexpressions⑴bekindto…“對…和藹可親”befriendlyto…“對…友好”⑵enjoydoing…喜愛做…enjoyoneself玩的高興，過的愉快⑶livewith與…一起生活⑷togetherwith⑸alsoadv.也，同樣與too的區(qū)別還有aswell/either:總結(jié)also用于肯定句的句中too/aswell用于肯定句句尾either用于否定句句末⑹bepopularwith受…的歡迎⑺ontheright/leftof⑻befullofTeachingreflection：（教學后記）要求每個同學都能按照板書上的交際用語根據(jù)實際情況回答問題，提高同學的口語交際能力。2、本單元詞匯部分，由于時間關(guān)系，主要著重練習熟讀識記，便于課后課文的預習。Unit2Family(Ⅱ)Teachingaims(教學目的及要求)：了解課文大意掌握課文中出現(xiàn)的語言點，并能運用完成相關(guān)練習Teachingimportanceanddifficulties(教學重點及難點)：掌握課文中出現(xiàn)的語言點，并能運用完成相關(guān)練習Class(課時)：2課時Teachingmethods(教學方法)：任務(wù)教學法、合作教學法、分組教學法運用任務(wù)教學法，通過回答有關(guān)課文內(nèi)容的相關(guān)問題，理解課文大意；運用合作教學法，對理解有誤者給以及時的糾正；運用合作教學法，分組教學法要求同學完成描述人物的練習。Teachingaids（教具）：錄音機Referencebook（參考書）：教師用書Teachingprocedures(教學過程)：Step1——Reviewthenewwordsandexpressions.聽錄音，復習單詞。展示有關(guān)家庭成員照片，請學生用英語說出，再根據(jù)上節(jié)課所學習的有關(guān)詢問家庭的句子，進行提問回答，使同學對所學詞匯的復習掌握。Step2——learnthetextlistentothetapeaboutthetext.Answerthefollowingquestionsaccordingtothetext.⑴Howoldaregrandpaandgrandma⑵Whatdotheydousually⑶Whomdotheylivewith⑷Howoldaremotherandfather⑸WhatdoesherfatherdoAndhermother⑹Whoisatall,thinandhandsomeyoungman⑺Whatdoeshedo⑻WhoisthatprettygirlWhatisshelikeThestudentscanunderstandthetextthroughthesequestions.Simplesentences:⑴Theyareverykindtoallofus.⑵Heisforty-fiveyearsold.⑶Sheisateacheratavocationalschool.⑷Sheispopularwithherstudents.⑸Heisdreamingtobeadoctor.⑹Myfamilyisfullofloveandwarmth.Step3——Accordingtowhatwehavelearned,describeastudentinourclassandaskotherstudentstoguesswhoshe/heis.(分成小組來完成描寫班級一名學生，通過描述的特征讓其他同學來猜猜所描述的同學是誰?？梢詤⒖颊n本15頁的例文及所提供的可能用到的詞語。)Thereisagirl/boyinourclass.She/heisyearsold.…Step4——Practice1、Finishtheexercisebyoneselfonpage12~13intextbook.2、Explainandcorrecttheexercise.Homework:PutthefollowingintoChinese——Ⅴ.Writing.Onpage10inworkbook.Blackboarddesign:(板書設(shè)計)Unit2Familylearnthetext:Simplesentences:⑴Theyareverykindtoallofus.⑵Heisforty-fiveyearsold.⑶Sheisateacheratavocationalschool.⑷Sheispopularwithherstudents.⑸Heisdreamingtobeadoctor.⑹Myfamilyisfullofloveandwarmth.describeaperson:someusefulexpressions:body:tall/short/fat/thineyes:bright/bighairs:black/long/curty/straightnose:high/littlelooks:handsome/ugly/cool/pretty/lovely/youngwears:inred/blue…aT-shirt/coat/jacket/apairofglasscharacters:kind/warm-hearted/friendly/easy-goingTeachingreflection(教學后記)：課文內(nèi)容簡單易懂，可通過一些提問使同學了解課文。節(jié)省時間，提高效率。根據(jù)所學內(nèi)容，請學生來描述班級一名同學。這對學生來說有一定難度，可通過分組方式，幾個同學一起完成，根據(jù)實際情況教師適當指導。Unit2Family(Ⅲ)Listening&GrammarTeachingaims(教學目的及要求)：聽懂介紹家庭成員的簡單句，并能寫下所聽到的單詞掌握本單元語法——代詞Teachingimportanceanddifficulties(教學重點及難點)：聽懂并能記下所聽到的有關(guān)介紹家庭成員的語句掌握代詞的類型及用法Class(課時)：2課時Teachingmethods(教學方法)：情景教學法、合作教學法、講練結(jié)合法運用情景教學法，復習有關(guān)詢問家庭成員信息的交際用語，請同學之間根據(jù)實際情況作出相應(yīng)問答；本單元語法代詞的學習，通過講練結(jié)合方法，了解代詞及相應(yīng)的用法。Teachingaids（教具）：錄音機Referencebook（參考書）：教師用書Teachingprocedures(教學過程)：Step1——askingandintroducingyourfamilymembers：What’syoursisterWhatdoesyoursisterdoHowoldisyourmotherWhatisyourbrotherlike/whatdoesyourbrotherlooklike復習有關(guān)詢問年齡、工作、長相以及問候的句子，以便能更好地完成聽力練習。注意提示做聽力練習的方法：首先理解聽力材料，理解上下文含義；其次仔細聽錄音，以最快的速度記下所聽到的內(nèi)容；最后再聽一遍錄音，檢查所拼寫內(nèi)容并補充完整。聽力材料：onpage14——textbookStep2——Grammar:pronouns了解代詞的分類：英語中代詞分為：人稱代詞、物主代詞、反身代詞、指示代詞、關(guān)系代詞、疑問代詞、連接代詞和不定代詞等等。本單元即將詳細了解人稱代詞、物主代詞、指示代詞、疑問代詞1、人稱代詞：人稱代詞代替人和事物的名稱,分為主格和賓格兩種形式。第一人稱單數(shù)第二人稱單數(shù)第三人稱單數(shù)第一人稱復數(shù)第二人稱復數(shù)第三人稱復數(shù)陽性陰性中性主Iyouhesheitweyouthey賓meyou(你)himheritusyouthem主格用來作句子的主語、表語。如：IoftengoshoppingonSundays（主語）Wherehavetheygone(主語)That’sit.(表語)It’she!(表語)2）賓格用來作及物動詞或者介詞的賓語。如：WhoteachesyouEnglishthisyear(賓語)Helpme!(賓語！)Weoftenwriteletterstoher.(賓語)3）三個不同人稱同時出現(xiàn),或者主語中包含“我”時,按照“you→he→I”的順序表達。如：BothheandIareworkingatthatcomputercompany.(我和他都在那家電腦公司上班)——Whowillgothere(誰要去那兒)——Youandme.(你和我)4）人稱代詞it除了可以指人指物之外,還可以表示“時間、天氣、溫度、距離、情況”等含義,此外還可以作“非人稱代詞”使用,替代作主語或者賓語的不定式、動名詞或者名詞性從句。如：--What’stheweatherliketoday(今天天氣怎樣)—It’sfine.(天氣晴好)/--What’sthetime(幾點啦)–It’s12：00.(12點)/It’salongwaytogo.(那可要走好長的路)/Ittookhimthreedaystocleanhishouse.(打掃屋子花了他三天的時間)/Itisveryclearthatthepublicwanttoknowwhenthesemencangointospace.(很顯然,公眾想知道這些人什么時候能進入太空)/Wefounditverydifficulttolearnaforeignlanguagewell.(我們發(fā)覺要學好一門外語是非常困難的)2、物主代詞：說明事物所屬關(guān)系的代詞,分為形容詞性和名詞性兩種。第一人稱單數(shù)第二人稱單數(shù)第三人稱單數(shù)第一人稱復數(shù)第二人稱復數(shù)第三人稱復數(shù)陽性陰性中性形容詞性myyourhisheritsouryourtheir名詞性mineYourshishersitsoursyourstheirs1）形容詞性物主代詞只能作句子中名詞的修飾語,后面要跟名詞。如：Isthatyourumbrella(那是你的傘嗎)/IoftengotoseemyauntonSundays.(我經(jīng)常在星期天去看望阿姨)/Theyaretheirbooks.(是他們的書)2）名詞性物主代詞相當于名詞,既代替事物又表明所屬關(guān)系,在句子中往往獨立地作主語、賓語或者表語,后面千萬不可以跟名詞。如：Thisisyourcup,butwhereismine(這是你的杯子,可我的在哪兒mine=mycup)/Yourclassroomisverybig,butoursisrathersmall.(你們的教室很大,我們的相當小.ours=ourclassroom)3、“of+名詞性物主代詞”稱為雙重所有格,作定語時放在名詞的后面。如：Afriendofminecametoseemeyesterday.(我的一個朋友昨天來看我了)(指若干朋友中有一個來看我。)3）指示代詞：指示說明近處或者遠處、上文或者下文、以前或者現(xiàn)在的人或事物。單數(shù)復數(shù)含義this(這個)these(這些)指較近的人和物that(那個)those(那些)指較遠的人和物such(這樣的人/物)指上文提過的人和物same(同樣的人/物)指和上文提過的相同的人和物it(這人/這物)指不太清楚是誰或者是什么時指示代詞既可以單獨使用做句子的主語、賓語或表語,也可以作定語修飾名詞。如：What’sthis(這是什么)/Thatmodelplaneismadeofplastic.(那只模型飛機是塑料做的)(被動句)/Remembernevertodosuchthings.(記得永遠不要做這樣的事情)/Dothesameastheteachertellsyou.(按老師說的做)/Whoisit(是誰)It’sme!(是我！)4）疑問代詞：用來提出問題的代詞稱為疑問代詞。who、whom、whose、what、which、whoever、whatever、whichever主要用于特殊疑問句中,一般放在句首。口語中也常用who代替whom作賓語,但在介詞后則只能用whom。Eg:whoisshe/Whatdoyouwant/Whomareyouwaitingfor對以上代詞語法內(nèi)容的講解可根據(jù)學生的接受能力適當刪減，不必要很詳細全面的解釋說明，Practice:onpage13——textbookOnpage9——workbook通過作相應(yīng)的練習，加以對代詞的熟悉鞏固。Homework：完成練習冊上本單元所有練習，鞏固所學詞及短語等知識。Blackboarddesign：（板書設(shè)計）Listening&Grammarlisteninggrammar——pronouns1)personalpronouns第一人稱單數(shù)第二人稱單數(shù)第三人稱單數(shù)第一人稱復數(shù)第二人稱復數(shù)第三人稱復數(shù)陽性陰性中性主Iyouhesheitweyouthey賓meyou(你)himheritusyouthem2)possessivespronouns第一人稱單數(shù)第二人稱單數(shù)第三人稱單數(shù)第一人稱復數(shù)第二人稱復數(shù)第三人稱復數(shù)陽性陰性中性形容詞性myyourhisheritsouryourtheir名詞性mineYourshishersitsoursyourstheirs3)indicativepronouns單數(shù)復數(shù)含義this(這個)these(這些)指較近的人和物that(那個)those(那些)指較遠的人和物such(這樣的人/物)指上文提過的人和物same(同樣的人/物)指和上文提過的相同的人和物it(這人/這物)指不太清楚是誰或者是什么時4)interrogativepronounswho、whom、whose、what、whichteachingreflections:(教學后記)可將聽力材料的內(nèi)容提前介紹，使學生在聽力的練習過程中覺得容易一些，提高學生學習的成就感，使其產(chǎn)生一定的興趣。語法內(nèi)容要通過做相關(guān)的練習加以鞏固。在做練習的同時要對在句中句子成分的分析解釋。Unit3CampusLifeTeachinggoals:Knowledge:Tomasterthesenewwordsandusefulexpressions,andcanusethemtomakesentences.Tounderstandpartsofspeech,knowaboutn(c)andn(u),singularformandpluralform.Skills:Tolistentoandtalkaboutsomething.Toreadarticleaboutcampuslife.Toimitatethetextanddescribecampuslifeaboutthemselves.GrammarTomastertheregularofPluralFormofn(c)TowritethePluralFormofn(c)smoothly.Tousethepossessivecaseofnouns.TeachingImportantPoints:1.Studentscanreadarticlesaboutcampuslifeandmasterkeywordsandexpressions.2.Theusageofnouns.TeachingDifficultPoints:Howtotrainthestudents’readingability.Howtotrainthestudents’abilitytousenouns.Teachingways:Combinespeakingwithreciting,teachbyalargenumberoforalpractice.Teachingsteps:Reading:ⅠWarmupAskstudentstoreadpicturesonpage18,thenmakesentencesaccordingtothesepictures..Thisisourschoolclassroombuilding.Therearemanyclassroomsinthebuilding.Askmorestudentstopractice.ⅡFastreadingReadnewwordsandexplainhotwordsinproper.Askstudentstoreadthepassage,anddopracticeonpage20.Askstudentstoreadthesentencesofthepracticeandthentrytotranslateit.Summarizethemainideaofthepassage.ⅢLanguagepointsago.threedaysago;ayearago★SimplePastTense:Come—cameget—gotfeel—feltwhen.WhenIgottothestation,Ifoundnoonehere.3.getto4.follow.Sorry,Ican’tfollowyou.Ifyoufollowyourparentsadvice,you’lldoitbetter.showconcernaboutwiththehelpofgetalong＆gowellⅣHomeworkReadpassageagainanddopracticeonPagethemnextclass.Grammar：ⅠIntroducenewgrammar:thepartofspeech,nouns.(page119—120)Importantpoints：ThePluralFormofNounsTakemanywordsforexample.SumuptheregularofPluralformofcountablenouns.Thendopracticesonpage22.ⅡThepossessivecaseofnounsGivemanyexamplesofthepossessivecaseofnouns.Dosomeexercisesaboutthepossessivecaseofnouns.ⅢHomeworkAskstudentstodoexercisesinexercisebook.ListeningandSpeakingAskstudentstolookatthepicturesonthepage22and23,andtalkaboutthem.Listentothetape,andfilltheblanks.Thencorrectthem.Sumupthesentencepatternabouttalkingaboutsomething.Writedownthemontheblackboard.★What’sthis/that(inEnglish)It’sa.../Thisisa…★Whatarethese/thoseThese/Thoseare…★Isthis/thata…Yes,itis./No,itisn’t.★Arethese/those…Yes,theyare./No,itisn’t.5.Studentspracticeingroups.6.Asksomestudentstoroleplay.WritingAskstudentstoreadthetextofUnit3again.Askstudentstoreadtheexpressionsontheenvelope.AskoneortwostudentstospeakoutthedifferencesbetweentheChineseenvelopeandEnglishenvelope.Askstudentstocompletetheletter.Thendiscusshowtowriteitbetter.HomeworkRememberthewordsandusefulexpressions.Recitethetext.Dopracticesaboutnouns.unit4TimeTeachingaims:TogetinformationfromreadingmaterialTomasterusefulphrasesTolearntocooperateTeachingimprotant:Readingability:readfordetails.Vocabulary:hear,computer,enough,suddenly,remember,hurryKeypoints:getto,lookforwardto,online,bebusywith,getto,hurryto,bedelightedto,sayaword,nextto,ontime.Difficultsentence:IwasverygladtohearthisbecauseIwaslookingforwardtoseeingmygrandpa.教師活動學生活動教學流程教學流程1.導入HaveyougotsomegiftsfromfriendsorparentsTalkaboutthegiftstheyhavereceived.2．知識新授3．情景操練2.listentothemediaPayattentiontothepronunciation3.1）dividedtheclassinto9groups,2）eachgrouphas4students3）worktogether.Afterthat,askstudentstoreadandwriteoutthekeypointsbythemselves.Teacherwillcheckandgivesomeexample.Listentothewholepassage,onPage28,andtobeabletoreadthenewwords,andthentoknowthemeaningsofthepassage.Groupwork:Askthestudentstoworkwithothers.Findouttheusefulphrases,thenreadandtranslateeachparagraph.檢測DoexerciseofthebookIndividualworkCompletethesentences板書（或課件）設(shè)計Unit4TimeAgiftfromgrandpaKeypoints:enough,bebusywith,belate,hurryto,lookforwardto,Difficultsentence:ItwaslunchtimewhenIgothome.作業(yè)布置copytheusefulphrasesthreetimesdoexercisebook教學反思Topracticemoreaboutreadingskillsandlisteningskills.Step1LeadinShowsomepicturesaboutfoodandgiveaquestion,AskthestudentstodiscussLetstudentslistentothequestionscarefullyandtalkfreely,andthengivetheanswersLetstudentsknowsomethingaboutculture.Step2Fast-readingGivesometasksFindoutthemainideaineachparagraph.SkinthetextquicklyandfindtheanswerstothequestionsTotrainthestudents’readingskillsStep3Intensive-readingGivesometasks:’speople’sfavoritefoodindifferentcountries’sthemostpopularfoodinthenorthofChina3.WhendoChineseeatdumplings4.WheredoyoungcouplessometimeseatdumplingshasfastfoodbecomemoreandmorepopularScanthetextcarefullyandsolvethequestionsTotrainthestudents’readingskillsStep4Dealwithlanguagepointsthenorthof……“在……北方”mostpopular“最受歡迎的，最普及的”together“集合，聚會，聚集”oneself“自己（做），親自”kindsof……“那些種…….”to…“不得不……”。food“垃圾食品”…from…“向……訂購……”Learnbyheartanddothetranslationexercise.Checkthereadingresultandthestudents’abilityoflearningbythemselves.Step5ExercisesinPost-readingGivesometasksFillinblankswiththerightinformationfromthetext“FavoriteFood”tocompletethefollowingstatements.liketoeatJapaneseliketoeatfishandthefishis.ofchina,themostfoodisdumplings.3.ThefamilygettingtogetherisduringtheSpringFestival.youngcouplesgotorestaurantsandorderdumplingstheylike.foodfromarestaurantisaway.somekindsofAmericanfoodhavebecomeinChina.parentssometimesgotoKFCorMcDonald’stoeatwiththeirchildren.FinishthequestionsCheckthestudents’readingcomprehensionStep6TopicdiscussionShowingthepicturesaboutjunkfoodagain,andletthestudentsdiscussthetopicIngroups.HowdoyoupreventthechildrenfromthejunkfoodDiscussingroupsanddrawtheconclusion,“forourhealth,eatlittlefastfoodLetthestudentsknowtheimportanceofeatinghabitsStep7SummaryGiveabriefsummaryofthelesson.Afterlearningthelesson,wehaveabetterunderstandingofeating,especiallythechildren.Fromnowon,weshouldadviseourfamilymembersandfriendstoeatlittlejunkfood.Step8HomeworkWriteyourviewaboutjunkfood.Topic：Unit6Weather課程科目英語課題Weather課時1教材版本基礎(chǔ)模塊班級養(yǎng)殖091授課時間2010年4月教師姓名冉青穗性別女年齡37教齡15學歷本科職稱中學一級所教專業(yè)養(yǎng)殖單位中牟縣職業(yè)高中Unit6WeatherTeachingAims:

object:

Learnthewordsabouttheweather

掌握表示天氣情況的詞語

objects

Talkabouttheweatherandexpresstheirfeelings.

能夠談?wù)撎鞖?，表達自己的情感

object:

Inspirestudentsenvironmentalprotectionconsciousness

激發(fā)學生的環(huán)保意識

Teachingimportantanddifficultpoints:

What’stheweatherlike/It’scloudy.

How’stheweatherinspring？

It’swarmandsunny.

whereareyougoing？

Iwanttogosightseeing.

Teachingmethods:1.Oralpracticetotrainthestudents'speakingability.2.Writtenworktotrainthestudents'writingability.3.Individual,pairorgroupworktomakeeverystudentworkinclass.TeachingProperties:Asetofmulti-mediaequipment.

Teachingprocedures：StepOne:SpeakEnglishT:WhatdateisittodayS:It'sthe...T:What'stheweatherliketodayS:It's...T:HowmanydaysarethereinaweekS:Thereareseven.T:HowmanymonthsarethereinayearS:Therearetwelve.StepTwo:Teachthenewwords.(1)Teachthefourseasons.T:HowmanyseasonsarethereinayearTherearefourseasonsinayear.Teachtheword“season”.T:Lookatthepicture.WhatseasonisitIt’sspring.Teachtheword“spring”.T:DoyoulikespingS:Yes,Ido.T:Ilikespring,too.Becauseit’swarm.Teachtheword“warm”.(特別注意warm中ar的發(fā)音)Teachthewords“summer,hot,autumn,cool,winterandcold”inthesameway.(2)Teachthedrills:WhichseasondoyoulikebestIlike…best.T:WhichseasondoyoulikebestS:Ilikespringbest.T:What’stheweatherlikeinspringS:It’swarm.Practiceinpairs.(3)Teachthewords:snowy,windy,foggy,rainy，cloudy,sunny,cool,warm.T:WhichseasondoyoulikebestinSuzhouS:Ilikespringbest.T:What’stheweatherlikeinspringinSuzhouS:It’swarmandrainy.Teachtheword“rainy”.rainy:有雨的rain:雨，下雨Teachtherestwordsinthesameway.(4)Readthenewwordsafterthetape.StepThree:Teachthenewdrills.(1)T:WhichseasondoyoulikebestS:Ilikespringbest.T:WhyS:Becauseit’swarmandwindy.Icanflythekite.Teachtheword:why,because(2)Askandanswer.(3)Practiceinpairs.(4)OpenthebooksandreadPartC.Practiceinpairsandthenasksomeofthestudentstomakethedialogue.StepFour:Homework.(1)Copythenewwords.(2)DotheexercisesinpartC.(3)Recitethenewtext.StepFive:SummaryNewwords:warm,hot,cold,cool,fineGrammar:名詞變形容詞rain—rainy,wind—windy,sun—sunny,snow—snowycloud—cloudySentences:What’stheweatherlike/It’scloudy.How’stheweatherinspringIt’swarmandsunny.whereareyougoingIwanttogosightseeing.BlackboardDesignUnit5TheseasonsspringwarmrainywindysummerhotsunnyrainyautumncoolsunnywindywintercoldsnowycloudyWhichseasondoyoulikebestIlike…best.WhyBecauseit’s…Ican…Teachingpostscript：Unit7computersKeywords:darktroublewordbusinesswaitofficesellwriteallowdrinkwhethertakeshouldclearpersonjobwonderfulmachinemanageillforgetmistakeforgiveUsefullExpressions:beintroubleget…intotroubleonbusinesswaitforwhether…ornothavenoideapointatWhatapity!moreandmorebeallowedtodo…Ihavenoideahavenowaytodofindoutnot…but…what’sthebigdealLanguageSkills:Listening:聽得懂關(guān)鍵詞，注意前后詞語的搭配和重讀單詞，根據(jù)所聽內(nèi)容填空。Speaking:掌握表示“道歉于應(yīng)答”的常用語句，如：I’mso/verysorryI’sorryfor…I’msorrytohavedone…I’msorrythat…Ihopeyou’llforgiveme.NevermindDon’tmentionit.Don’tworryaboutit.That’sOK/allright.That’snothingItdoesn’tmatter.Reading:Reading是故事性的文章，4分鐘完成快速閱讀；精讀后，完全理解computer在人們?nèi)粘Ｉ钪械淖饔?；掌握文中的知識點，能流暢地朗讀。Writing:設(shè)計“時裝表演”和“藍球賽”的海報。GrammarFocus:I．TheSimplePresentTenseII．TheSimplePastTenseIII．TheSimpleFutureTense1.Warmingup根據(jù)計算機應(yīng)用知識及教材中的七組圖畫內(nèi)容進行問答練習。What’sthisItis.What’theuseofitWecan.2．掌握本單元教學目標中的生詞、短語及敘述事情的經(jīng)過所需要的表達方式，理解下面的句子：computerisdown.hearitmoreandmoreinyourdailylife.onlythecomputerisallowedtodoso.havenowaytofindourwithoutaskingthecomputer.isclearthatthetroubledoesn’tcomefromthecomputerbutthepersonwhoworksonit.Grammar1.一般現(xiàn)在時(TheSimplePresentTense)一般現(xiàn)在時表示主語的狀態(tài)、特征，經(jīng)?；蚍磸桶l(fā)生的動作，或表示真理。如：Heisfourteen.Heisatschool.他十四歲了，在上學。Doyougotoschoolat7:00everyday你每天七點鐘去上學嗎Shedoesn'tlikeapples.她不喜歡蘋果。Theearthmovesroundthesun.地球繞著太陽運行。謂語動詞用原形，當主語是第三人稱單數(shù)時，動詞原形的詞尾有加-s的變化。如下表：規(guī)則動詞原形第三人稱單數(shù)形式規(guī)則動詞在詞尾加-s。在清輔音后讀/s/,在濁輔音及元音后讀/z/。在t后讀/ts/，在d后讀/dz/。helpswimknowgetridehelpsswimsknowsgetsrides以字母s,x,ch,sh結(jié)尾的動詞加-es,動詞原形已有e,只加s，讀/Iz/；以o結(jié)尾的動詞加es，讀/ｚ/。guessfixteachwashclosegoguessesfixesteacheswashesclosesgoes輔音字母加y結(jié)尾的動詞，先變y為i,再加-es，讀/z/。flycarrystudyfliescarriesstudies動詞be的一般現(xiàn)在時是am,is,re;動詞have的第三人稱單數(shù)形式是has。2.一般過去時(TheSimplePastTense)一般過去時表示過去某個時間發(fā)生的動作或存在的狀態(tài)，常和表示過去的時間狀語連用，如yesterday,lastnight,in1989,twodaysago等。如：Myteacherwasn'tathomelastSaturday.我的老師上星期六不在家。Shewasinthelibrary.她在圖書館里。Hegotupat6thismorning.他今天早晨六點起床。Didyougotothesupermarketyesterday你昨天去超市了嗎Yes,Idid./No,Ididn't.是的，我去了。/不，我沒去。Shedidn'twatc